©ET Program 2008-2010. All rights reserved Welcome to the ET program Excellence in Teaching...

©ET Program 2008-2010. All rights reserved

Welcome to the ET program

Excellence in TeachingFacilitated by Bette & Sonja


Welcome to ET• Original program prompted by need to

improve teaching quality

• Used for a decade

• Enormously successful

• Huge teacher support

• Extensively re-developed for21st Century


Who Will Benefit? (EVERYBODY!)

• Early stage teachers and teachers wanting support:Provides a framework and extra options

• Experienced teachers:Increase understanding and job satisfaction, facilitate growth towards excellence.

• School Leaders:Provides a common language for supporting teacher growth; increases supervisor credibility through pedagogical and curriculum discussion.


in TeachingExcellence

Basic Needs

Lesson Design

Classroom setup

Influencing Behaviour

Learning Styles

Defiant Behaviour

Self Management

Teaching Strategies

Collegial Coaching

Workbook

Academic Learning Outcomes

Academic Learning Outcomes

Social Learning Outcomes

Social Learning Outcomes


FRAMEWORK FOR TODAY

• Meeting Basic Needs:Choice Theory (Glasser):Increases your understanding of how behaviour is influenced internally rather than externally and how to incorporate this into lesson design.

• Quality Lesson Design:Provides a framework from which all subsequent concepts can be structured and delivered

• Classroom Set-up:Builds understanding in the process of establishing Relationships as you move progressively towards achieving Results in Academic and Social Skills.


BY THE END OF TODAY• Identify one student to work with

Not your most challenging to allow for developing competence and confidence (Page 12)

• Action Plan for success Increases your understanding of how behaviour is influenced internally rather than externally and how to incorporate this into your teaching.

• Organised Buddy Partners To ensure maximum possible success for the personal / professional Action Planning Specifics at the end of each module. (Page 12)

• Action Planning Specifics:Completed the Action Planning Specifics at the end of each module for your professional growth. Results to be reported to the group at the start of the next Essential Module session. (Page 14)


BY THE END OF TODAY• My student

• My BuddyPROBLEM SOLVING CYCLE


ACTION PLANNING SPECIFICS:

What I have selected to try is …………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

When I will start: ………………………………………………………………………………..

I will try this for (how long): ……………………………………………………………………

I will acknowledge some success when

…………………………………………………………………………………

I will check my progress on this commitment with my “working Partner”:

………………………. (who) on ………………...(when)……….

If I am having difficulties I will ask: …………………………………………...

……………………………………………………………………………………

RESULTS, REACTIONS, LEARNINGS

Statistics: American Society ofTraining and Development(ASTD).The probability of completing a goal:A Hear an idea 10%B Consciously decideto adopt it 25%C Decide when youwill do it 40%D Plan how youwill do it 50%E Commit tosomeone else youwill do it 65%F Specific accountabilityappointment with the person youcommitted to 95%

WOW moment!!Share a WOW moment in your life with

others at your table

HUMAN MOTIVATION

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Objective, rationale, your job will be

• Small group activity

• Reviewing the basic needs as motivators of behaviour

• Understand why students choose to do what they do

• A framework for setting up a classroom where students choose to be engaged

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Glasser’s Choice Theory

• Using slips to write the things that stand out (for whatever reason) for you from your own school days.

• One idea per piece of paper written in large writing

• If they were positive experiences write on the white slips

• If they were negative experiences write on the pink slips

• Keep these in a safe place for later

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• Myers Briggs

INTJINTPINFJINFP

ENTJENTPENFJENFP

ISTJISTPISFJISFP

ESTJESTPESFJESFP

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The Galen Temperament Categories

• Melancholic

• Phlegmatic

• Sanguine

• Choleric

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• Gregorc

Abstract Random

Abstract Sequential

Concrete Sequential

Concrete Random

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• Dunn & DunnAuditory

quantitative

Visualqualitative

Visual quantitative

Auditoryqualitative

Kinaestheticqualitative

Kinaestheticquantitative

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Australian ValuesInventory

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• Multiple IntelligencesVerbal Linguistic

Nature

Mathematical logical

Body/kinaestheticMusic

Interpersonal

Intrapersonal Visual/spatial

existential

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Power Belonging

Fun Freedom

Survival

ESTJESTPESFJESFP

INTJINTPINFJINFP

ENTJENTPENFJENFP

ISTJISTPISFJISFP

Concrete Random

Concrete Sequential

Abstract Sequential

Abstract Random

Visualqualitative

Visual quantitative

Kinaestheticquantitative

Kinaestheticqualitative

Auditoryquantitative

Auditoryqualitative

Visual/spatial

ExistentialMathematical/logical

Interpersonal

InterpersonalVerbal/Linguistic

Natural

Music

Body/kinaesthetic

Sanguine

Choleric

Phlegmatic

Melancholic

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Glasser’s Basic Needs

Nature

Body/kinaesthetic

Power Belonging

Fun Freedom

Survival

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Choice Theory

• William Glasser. MD, changed the name of his theory from Control Theory (1986) to Choice Theory in Sydney in 1996

• Choice Theory offers understandings and a language to replace external control psychology

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Choice Theory

• All behaviour is internally motivated, purposeful, flexible and creative.

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Partner A Make a fist and keep it closed for one minute no matter what

Partner B Make partner A to open his or her fist using any means – within safe and legal limits

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• Asking• Reasoning• Telling• Rewarding ( bribing)• Appealing to the

relationship• Negotiating• Tricking• Reverse psychology• Guilting (shaming)• Nagging

External Motivators•Yelling

•Threatening

•Criticising

•Imposing consequences

•Verbally attacking

•Punishing

•Humiliating

•Physical intimidation

•Physical forceErwin, 2007

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The problem with external motivators

• They don’t always work

• When they do they are generally short term solutions

• They destroy relationships

• We need to ask ourselves “What are the learners/our children learning from this?”

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Reality Therapy in a Quality School

Take two rubber bands knotted together

Put two dots, one on each side of the paper.

Each take an end of one of the loops.

Try and get your knot over your dot

Buck 2002

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Difference between:Control psychology and

Choice psychology. One is based on the belief that we can control

another person,

The other that we can only develop the power to influence

“Self directed people are resourceful. They engage in cause/effect thinking, spend energy on tasks, set challenging goals, persevere, are optimistic and feel good about themselves.”

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Choice Theory

We are driven by our genes to satisfy our five basic needs of survival, love and belonging, power, freedom and fun

• Almost all behaviour is chosen

• Total behaviour is made up of thinking, acting, feeling and body physiology

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Adding to or taking away from the basic needs

When your basic needs are being met you are happy and contented

When your basic needs are not being met you feel “sad, mad or afraid”

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SurvivalThis is the universal need shared by all living

creatures, - to eat sleep, keep warm/cool, hormone driven sex for survival of the species

Humans also have less obvious and more psychological ways of adding to this need that has a lot to do with the way we decide to live our lives.

A person who has a high need for survival may be more conservative, take fewer risks, save rather than spend, be concerned with security, value the status quo or distrust new things, people and ideas

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Love and Belonging

Everyone has this need ranging from intimacy to the need for friendly relationships and getting along with others

This is the cooperative need to stay connected to be part of and to give as well as receive love.

For some people staying connected and the survival need are in conflict and they often choose the little bit of love and belonging at personal risk.

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PowerThis need is generally satisfied if we are respected and have a sense of importance.

We also add to our need for power when we take on a challenge and achieve something very difficult.

Deep power is met through self competition, doing better than we did yesterday.

Shallow power is power at the expense of others or power over others

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Freedom• All creatures, most without knowing they

do this struggle to be free and to live as they think best.

• “I want to do what I want to do when I want to do it and I don’t want anyone telling me what to do.”

• Freedom connects with the concept of intellectual, emotional, physical and spiritual choice.• The most prominent in all human relationships is the struggle between freedom and shallow power.

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Fun

• Fun is what you do when you don’t have to do it (Mark Twain)

• Fun comes in many forms. What is fun for one person is not for another. Fun is pleasure, it is enjoying the present moment.

• Fun is connected to change. Play is the genetic reward for learning

• Fun loving people are interested in everything and interesting to be with.

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Your school experiences

• Go back to your slips about your school experiences

• At your table sort them according to the needs. (some will go across the needs but make a decision)

• Which experiences added to each of the needs and which took away from the needs.

• Use the masking tape to post themHow do you want to be remembered in ten years

time?

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Jigsaw Process

1.Take a needs card and form groups of the same needs

2.This is your ‘expert’ group

3.Everyone records the answers- be very specific

4.Move to rainbow groups and share all information and everyone records the practical strategies

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INSIGHTS

In your group share some insights you have gained from this session by using the pyramid strategy

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Pyramid Strategy

1. Write each main point identified

on a separate post it note

2. Form bundles

of related ideas

3. Write a

summary sentence

©ET Program 2008-2010. All rights reserved Welcome to the ET program Excellence in Teaching...

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Transcript of ©ET Program 2008-2010. All rights reserved Welcome to the ET program Excellence in Teaching...